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    "title" : "The Average American Reader Needs You to Write (Even More) Clearly |Digital.gov",
    "description": "The Average American Reader Needs You to Write (Even More) Clearly",
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    {"title" :"The Average American Reader Needs You to Write (Even More) Clearly","deck" : "","summary" : "Learn about the skills and needs of American readers, how we are failing our audiences, and ways to do better. ","date" : "2020-05-13T14:00:00-05:00","date_modified" : "2025-01-27T19:42:55-05:00","start_date" : "2020-05-13T14:00:00-05:00","end_date" : "2020-05-13T15:00:00-05:00",
      "event_organizer" : "Digital.gov","host" : "Plain Language Community of Practice","registration_url" : "https://www.eventbrite.com/e/102723386414","captions" : "https://www.captionedtext.com/client/event.aspx?EventID=4413727&CustomerID=321","authors" : {"katherine-spivey" : "Katherine Spivey","meredith-larson" : "Meredith Larson"},"topics" : {
        
            "communication" : "Communication",
            "communication" : "Communication",
            "content-strategy" : "Content strategy",
            "plain-language" : "Plain language"
            },"content" :"\n\n\n\n\n\n\u003cdiv\n  class=\"video\"\n  style=\"position: relative; padding-bottom: 56.25%; padding-top: 30px; height: 0; overflow: hidden;\"\n\u003e\n  \n  \u003ciframe src=\"https://www.youtube.com/embed/aOy9UzClmMA\" title=\"The Average American Reader Needs You to Write (Even More) Clearly\" style=\"position: absolute; top: 0; left: 0; width: 100%; height: 100%;\" allowfullscreen=\"\" frameborder=\"0\" \u003e\u003c/iframe\u003e\n\u003c/div\u003e\n\n\n\n\n\u003carticle\n  class=\"dg-note \"\n\u003e\n  \u003ch4 class=\"dg-note__heading\"\u003e\n    \u003csvg\n      class=\"dg-note__icon usa-icon dg-icon dg-icon--large\"\n      aria-hidden=\"true\"\n      focusable=\"false\"\n    \u003e\n      \u003cuse xlink:href=\"/preview/gsa/digitalgov.gov/bc-archive-content-3/uswds/img/sprite.svg#notifications\"\u003e\u003c/use\u003e\n    \u003c/svg\u003e\n    \n      Note\n    \n  \u003c/h4\u003e\n  \u003ca href=\"https://s3.amazonaws.com/digitalgov/static/TheAverageAmericanClean_rev.pdf\"\u003eThis presentation (PDF, 3.6 MB, 51 pages)\u003c/a\u003e, crafted by Dr. Meredith Larson of the U.S. Department of Education, offers detailed information on literacy skills of U.S. adults, including digital literacy, and the implications for communicating with the public.\n\u003c/article\u003e\n\n\u003cp\u003eWhen communicating with the public, we must change our assumptions about their ability to understand text. This is especially true when the information keeps changing and is complex, or the stakes are high and people are in crisis.\u003c/p\u003e\n\u003cp\u003eOver 50% of U.S. adults score below an international benchmark for literacy, with roughly 20% scoring at the very lowest levels. These adults span all demographics and are a part of your audience. Don’t assume they’re not.\u003c/p\u003e\n\u003cp\u003eYou must communicate clearly with your audience. Keep it simple and convenient, and use plain language. Present the most important information you want to convey first. Get feedback from your readers on whether they understand the information you’re trying to convey.\u003c/p\u003e\n\n\n\n\n\n\n\u003cdiv class=\"quote-block \"\u003e\n    \u003cblockquote\u003e\n      \u003cspan class=\"quote-block__quotation-mark\"\u003e“\u003c/span\u003e\n      One of the most important things we know about writing is to have some idea of your audience and whom you might be writing for.\n      \u003cspan class=\"quote-block__quotation-mark\"\u003e”\u003c/span\u003e\u003ccite\u003e— Dr. Meredith Larson, Department of Education\u003c/cite\u003e\u003c/blockquote\u003e\n  \u003c/div\u003e\n\u003ch2 id=\"background\"\u003eBackground\u003c/h2\u003e\n\u003cp\u003eThe \u003ca href=\"https://nces.ed.gov/surveys/piaac/\"\u003eProgram for the International Assessment of Adult Competencies\u003c/a\u003e (PIAAC) is an international, \u003ca href=\"https://www.oecd.org/\"\u003eOrganisation for Economic Co-operation and Development\u003c/a\u003e (OECD) study used to assess the skills of literacy, numeracy, and digital problem solving in adults between the ages of 16 and 65. After collecting information on how their country’s population is performing, leaders can better target and help their people get access to the resources they need.\u003c/p\u003e\n\u003ch2 id=\"basic-skills-assessed\"\u003eBasic Skills Assessed\u003c/h2\u003e\n\u003cp\u003ePIAAC is designed to assess adults in different countries over a broad range of abilities, from simple reading to complex problem-solving skills. A country can check how its population stands in relation to the rest of the participating countries.\u003c/p\u003e\n\u003cp\u003ePIAAC has four domains:\u003c/p\u003e\n\u003ch3 id=\"1-literacy\"\u003e1. Literacy\u003c/h3\u003e\n\u003cp\u003e\u0026ldquo;Literacy is understanding, evaluating, using, and engaging with written text to participate in the society, to achieve one\u0026rsquo;s goals, and to develop one\u0026rsquo;s knowledge and potential.\u0026rdquo; [PIAAC Literacy Domain Page](\u0026lt;https://nces.ed.gov/surveys/piaac/literacy.asp).\u003c/p\u003e\n\u003ch3 id=\"2-numeracy\"\u003e2. Numeracy\u003c/h3\u003e\n\u003cp\u003e\u0026ldquo;The ability to access, use, interpret, and communicate mathematical information and ideas, to engage in and manage mathematical demands of a range of situations in adult life.\u0026rdquo; \u003ca href=\"https://nces.ed.gov/surveys/piaac/numeracy.asp\"\u003ePIAAC Numeracy Domain Page\u003c/a\u003e.\u003c/p\u003e\n\n\n\n\u003carticle\n  class=\"dg-note \"\n\u003e\n  \u003ch4 class=\"dg-note__heading\"\u003e\n    \u003csvg\n      class=\"dg-note__icon usa-icon dg-icon dg-icon--large\"\n      aria-hidden=\"true\"\n      focusable=\"false\"\n    \u003e\n      \u003cuse xlink:href=\"/preview/gsa/digitalgov.gov/bc-archive-content-3/uswds/img/sprite.svg#notifications\"\u003e\u003c/use\u003e\n    \u003c/svg\u003e\n    \n      Note\n    \n  \u003c/h4\u003e\n  \u003cp\u003eLiteracy and Numeracy has a 5-point scale.\u003c/p\u003e\n\u003cp\u003eWe might consider adults scoring \u003cstrong\u003eBelow Level 1\u003c/strong\u003e and \u003cstrong\u003eLevel 1\u003c/strong\u003e “at risk”, and \u003cstrong\u003eLevel 2\u003c/strong\u003e may be “struggling.”\u003c/p\u003e\n\u003cp\u003eFor Literacy and Numeracy, \u003cstrong\u003eLevel 3\u003c/strong\u003e should be sufficient for participation in modern economies.\u003c/p\u003e\n\n\u003c/article\u003e\n\n\u003cp\u003e\u003cstrong\u003eThe Skill Scales: Literacy and Numeracy\u003c/strong\u003e\u003c/p\u003e\n\u003cul\u003e\n\u003cli\u003e\u003cstrong\u003eBelow Level 1\u003c/strong\u003e: Locate a single piece of information in familiar texts.\u003c/li\u003e\n\u003cli\u003e\u003cstrong\u003eLevel 1\u003c/strong\u003e: Read relatively short digital print or mixed texts to locate single text.\u003c/li\u003e\n\u003cli\u003e\u003cstrong\u003eLevel 2\u003c/strong\u003e: Make matches between text and information that may require low level paraphrasing and drawing low-level inferences.\u003c/li\u003e\n\u003cli\u003e\u003cstrong\u003eLevel 3\u003c/strong\u003e: Identify, interpret, or evaluate one or more pieces of information and often require varying levels of inference.\u003c/li\u003e\n\u003cli\u003e\u003cstrong\u003eLevel 4\u003c/strong\u003e: Perform multiple-step operations to integrate, interpret, or synthesize information from complex texts, and may require complex inferences.\u003c/li\u003e\n\u003cli\u003e\u003cstrong\u003eLevel 5\u003c/strong\u003e: Integrate information across multiple dense texts; construct syntheses, ideas or points of view; or evaluate evidence based arguments.\u003c/li\u003e\n\u003c/ul\u003e\n\u003ch3 id=\"3-digital-problem-solving-in-technology-rich-environments\"\u003e3. Digital Problem Solving in Technology-Rich Environments\u003c/h3\u003e\n\u003cp\u003e\u0026ldquo;Using digital technology, communication tools, and networks to acquire and evaluate information, communicate with others, and perform practical tasks.\u0026rdquo; \u003ca href=\"https://nces.ed.gov/surveys/piaac/problem-solving.asp\"\u003ePIAAC Problem Solving in Technology-Rich Environments Domain Page\u003c/a\u003e.\u003c/p\u003e\n\n\n\n\u003carticle\n  class=\"dg-note \"\n\u003e\n  \u003ch4 class=\"dg-note__heading\"\u003e\n    \u003csvg\n      class=\"dg-note__icon usa-icon dg-icon dg-icon--large\"\n      aria-hidden=\"true\"\n      focusable=\"false\"\n    \u003e\n      \u003cuse xlink:href=\"/preview/gsa/digitalgov.gov/bc-archive-content-3/uswds/img/sprite.svg#notifications\"\u003e\u003c/use\u003e\n    \u003c/svg\u003e\n    \n      Note\n    \n  \u003c/h4\u003e\n  \u003cp\u003eDigital Problem Solving has a 3-point scale.\u003c/p\u003e\n\u003cp\u003eFor Digital Problem Solving, \u003cstrong\u003eLevel 2\u003c/strong\u003e should be sufficient for participation in modern economies.\u003c/p\u003e\n\n\u003c/article\u003e\n\n\u003cp\u003e\u003cstrong\u003eThe Skill Scales: Digital Problem Solving\u003c/strong\u003e\u003c/p\u003e\n\u003cul\u003e\n\u003cli\u003e\u003cstrong\u003eLevel 0\u003c/strong\u003e: One-step or simple problem (“Click on Help tab”).\u003c/li\u003e\n\u003cli\u003e\u003cstrong\u003eLevel 1\u003c/strong\u003e: Sorting emails into existing folders.\u003c/li\u003e\n\u003cli\u003e\u003cstrong\u003eLevel 2\u003c/strong\u003e: Using website to return item.\u003c/li\u003e\n\u003cli\u003e\u003cstrong\u003eLevel 3\u003c/strong\u003e: Navigating multiple pages to find a form, etc.\u003c/li\u003e\n\u003c/ul\u003e\n\u003ch3 id=\"4-reading-components\"\u003e4. Reading Components\u003c/h3\u003e\n\u003cp\u003e“Focuses on elements of reading that are comparable across the range of languages in the participating countries: reading vocabulary, sentence comprehension, and basic passage comprehension.” \u003ca href=\"https://nces.ed.gov/surveys/piaac/reading-components.asp\"\u003ePIAAC Reading Components Domain Page\u003c/a\u003e.\u003c/p\u003e\n\u003ch2 id=\"how-the-united-states-ranks\"\u003eHow the United States ranks\u003c/h2\u003e\n\u003cp\u003eThe majority of US adults may struggle with reading and understanding written instructions; using numeric information, graphs, or charts to answer questions; and performing tasks with digital tools, such as websites, software applications, etc.\u003c/p\u003e\n\u003cp\u003eYou can assume that at least half of your audience needs help. \u003ca href=\"https://nces.ed.gov/surveys/piaac/skillsmap/\"\u003eFind an interactive map\u003c/a\u003e that depicts state-level and county-level estimates of literacy and numeracy skills.\u003c/p\u003e\n\u003cp\u003eOne of the most important things to know about writing is to have some idea of your audience and whom you might be writing for in order to put your resources and energy in the right place. If you know your audience is from a specific demographic group and more likely to be at risk, or if you know they are more likely to be from a proficient group, you should take different approaches. Below are answers to some basic demographic questions you should consider when analyzing your audience:\u003c/p\u003e\n\u003ch3 id=\"demographics\"\u003eDemographics\u003c/h3\u003e\n\u003cp\u003eAre those scoring below a sufficient level \u0026hellip;\u003c/p\u003e\n\u003cul\u003e\n\u003cli\u003eOld or young? \u003cstrong\u003eAnswer\u003c/strong\u003e: No. Low skills are fairly evenly distributed across age groups.\u003c/li\u003e\n\u003cli\u003eNon-native speakers? \u003cstrong\u003eAnswer\u003c/strong\u003e: No. We cannot assume it’s just a language issue.\u003c/li\u003e\n\u003cli\u003eUnemployed? \u003cstrong\u003eAnswer\u003c/strong\u003e: No. Most (62%) are employed.\u003c/li\u003e\n\u003cli\u003eHave a low education level? \u003cstrong\u003eAnswer\u003c/strong\u003e: Yes and no. Even those with college educations can have low literacy.\u003c/li\u003e\n\u003cli\u003eMostly women or men? \u003cstrong\u003eAnswer\u003c/strong\u003e: Women and men perform similarly.\u003c/li\u003e\n\u003cli\u003eCorrelated by race and ethnicity? \u003cstrong\u003eAnswer\u003c/strong\u003e: Yes, Some race/ethnicities are more likely to have lower rates of literacy.\u003c/li\u003e\n\u003cli\u003eMore likely in a particular region of the country? \u003cstrong\u003eAnswer\u003c/strong\u003e: Yes. The south has a higher rate of low literacy.\u003c/li\u003e\n\u003cli\u003eWant to know more? Review results of studies on the National Center for Education Statistics (NCES) \u003ca href=\"https://nces.ed.gov/surveys/international/ide/\"\u003eInternational Data Explorer (IDE)\u003c/a\u003e.\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003e\u003cstrong\u003eOverall\u003c/strong\u003e: Approximately 112.6 million adults are at or below Level 2 in literacy. Of these, 40.2 million at or below Level 1. Find out more by reviewing the National Center for Education Statistics study, \u003ca href=\"https://nces.ed.gov/surveys/piaac/2017/awc/table1_1.asp\"\u003eProgram for the International Assessment of Adult Competencies\u003c/a\u003e (PIAAC).\u003c/p\u003e\n\u003ch2 id=\"presenter\"\u003ePresenter\u003c/h2\u003e\n\u003cp\u003e\u003ca href=\"https://www.linkedin.com/in/meredithjlarson/\"\u003e\u003cstrong\u003eDr. Meredith Larson\u003c/strong\u003e\u003c/a\u003e is a research analyst for the U.S. Department of Education, Institute of Education Sciences, National Center for Education Research, with a focus on postsecondary and adult education. She oversees research projects and initiatives relevant to addressing the skill and attainment gaps of adults and improving their academic outcomes. Dr. Larson earned a master’s degree in cognitive and instructional psychology and a doctorate in psycholinguistics.\u003c/p\u003e\n\u003ch2 id=\"related-links\"\u003eRelated Links\u003c/h2\u003e\n\u003cul\u003e\n\u003cli\u003eIES research on \u003ca href=\"https://ies.ed.gov/topics/adultBasic.asp\"\u003eadult basic skills\u003c/a\u003e\u003c/li\u003e\n\u003cli\u003e\u003ca href=\"https://nces.ed.gov/surveys/piaac/current_results.asp\"\u003ePIAAC assessment\u003c/a\u003e of adult skills\u003c/li\u003e\n\u003cli\u003eGeorgia State University \u003ca href=\"https://education.gsu.edu/research-outreach/alrc/\"\u003eAdult Literacy Research Center\u003c/a\u003e\u003c/li\u003e\n\u003c/ul\u003e\n\u003chr\u003e\n\u003cp\u003e\u003cem\u003eThis meeting is hosted by the \u003ca href=\"https://plainlanguage.gov/\"\u003ePlain Language Action and Information Network\u003c/a\u003e (PLAIN), a community of federal employees dedicated to the idea that citizens deserve clear communications from the government.\u003c/em\u003e\u003c/p\u003e\n",
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